Fluency

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Fluency
Summer Reading Camp

• Second Grade

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What is Fluency?

• Put Reading First defines fluency as the ability
  to read a text accurately and quickly.
• p. 22

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Components of Fluency

• Automatic word recognition
• Reasonable rate of reading
• Prosody (expression)
• stress or emphasis
• pitch variations
• intonation
• reading rate variations
• pausing and phrasing for purpose
• punctuation

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Critical Components of Reading
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
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Research also indicates

• There is a direct relationship between
• fluency and comprehension.

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Automaticity

• Automatic - a skill performed without conscious
  attention
• Automaticity - capacity for performance without
  conscious attention

Engaged reading for meaning is the goal!
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Fluency Related Processes

• Automaticity with sub skills of reading
• Letter perception (letter ID)
• Phonological knowledge
• Word identification skills (phonics, orthographic
  patterns, automatic word id.)
• Language (structure of language, meaning of
  words)
• Inference and comprehension
• Processing Speed
• Lexical access and retrieval
• Rapid retrieval
• Preventing and Remediating Reading Difficulties

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Characteristics of Dysfluent Readers

• Lack of accuracy
• The reader needs phoneme awareness, phonic
  decoding and word identification.
• Slow speed
• The reader needs fluency in letter naming and
  word recognition.
• Both inaccurate and slow
• Both slow speed and inaccuracy can cause
  dysfluent reading

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K-12 English Language Arts Curriculum
Framework Revised 2003
 
 
 
 
http//arkedu.state.ar.us/
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Minimal Fluency Rates
The fluency rates are the minimum for 100 of the
students.
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Fluency in the Literacy Block

• Familiar Reading
• Explicit Phonics/Spelling
• Guided Reading
• Read Aloud
• Independent Reading

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Familiar Reading

• Students read at their independent levels.
• Students choose books from a variety of texts.
• Teacher assesses two or three students for
  accuracy level.
• Teacher conducts a one-minute timed rereading of
  fluency passage.
• Students practice reading high frequency phrases
  for fluency.
• Student monitors buddy rereading and graphs
  fluency rate.

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Explicit Phonics/Spelling

• Instruction promotes automaticity.
• Teacher uses connected text to provide explicit
  instruction in fluency.
• Teacher provides initial practice in controlled,
  connected text in which students can practice
  their newly learned skills successfully.

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Guided Reading

• How does guided reading promote fluency
• in Book Selection?
• during the Introduction?
• during First Reading?
• after Reading?
• through the Extension?

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Read Aloud

• provides a model of fluent
• and expressive reading.

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Independent Reading

• Rereading for the purpose of building fluency
• Repeated practice with instructional level word
  study tasks
• Independent practice to build automaticity with
  previous learning

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Repeated Oral Reading

• Student-adult reading
• Choral reading
• Tape-assisted reading
• Partner reading
• Readers theatre

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The Big Questions

• How do we identify students who have fluency
  difficulties?
• How do we provide interventions?

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Arkansas Reading First Assessments
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If students are below the screening benchmark

• Additional diagnostic assessment is needed to
  determine
• Automaticity with Subskills of Reading
• Letter perception
• Phonological knowledge
• Word identification skills
• Inference and comprehension skills
• Processing Speed
• Lexical access and retrieval
• Rapid retrieval